Grade: 8 Unit: 5 Week:1 Content: ELA Dates: 3/4-3/8/2013 Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically? Essential Questions:
How does the purpose of a text influence the way it is presented or used?
What is figurative language?
How do I determine if an author is using figurative in a text?
How do word relationships determine word meanings?
Standards (Focus)
R.L.8.6 Craft and Structure: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
L.8.5 Vocabulary Acquisition and Use: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.8.5a Vocabulary Acquisition and Use: Interpret figures of speech (e.g., verbal irony, puns) in context.
L.8.5b Vocabulary Acquisition and Use: Use the relationship between particular words to better understand each of the words.
(Ongoing)
R.L.8.1Key Ideas and Details: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences from the text.
R.L.8.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
R.L.8.3 Key Ideas and Details: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
R.L.8.7 Integration of Knowledge and Ideas: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
L.8.4a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.8.4b Vocabulary Acquisition and Use: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
L.8.4c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.4d Vocabulary Acquisition and Use: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.8.5c Vocabulary Acquisition and Use: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Objectives:
TLW read and discuss a variety of dramatic fiction and nonfiction about plays, playwrights, public speakers, and poets.
TLW analyze how particular lines of dialogue propel the action and reveal aspects of a character.
TLW participate in group discussions, and critically evaluate classmates’ arguments.
TLW learn the language of and unique characteristics of reading drama as a literary form5. TLW learn key events that led to WWII and the Holocaust.
TLW understand the literal meaning of figurative language.
TLW use word relationships to determine word meanings.
TLW interpret figures of speech based on context.
Assessment Product
Use the summary of pre-WWII Europe to develop a timeline of the events prior to the Frank’s going into hiding.
Key Questions
What characteristics distinguish a play/drama from other literary genres?
How might a modern day play/drama be different from an early play/drama?
Why is word choice, tone, and inflection so important in a play/drama?
Will learning about Anne Frank’s life change the way you live yours?
What events and attitudes led up to and caused WWII and the Holocaust?
What rights do humans have?
Observable Student Behaviors
Students will work together/collaborate
Students will write written responses - summary and timeline
Vocabulary ELA Dialogue
Drama
Film noir
Flashback
Monologue
Screenplay
Script
Staging
Analogies
Denotation
Connotation
Sample 6-12 Workshop Model Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes Suggested Activities [see Legend to highlight MCO and HYS]
As students read the play(s) (and view videos), they will take notes about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or provoke a decision. Students need to be sure to note page numbers with relevant information so they can go back and cite the text during class discussion.
a. What is the setting?
b. Who are the major and minor characters?
c. What is the theme of the play?
d. What problems are faced by the character(s)? How does he/she overcome this challenge?
e. Which lines of dialogue or events were pivotal to the play? Why?
f. Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of view of the character and possibly create suspense? Students may work with a partner or in groups for discussion. [HYS – S/N, CQO]
Add words found, learned, and used throughout this unit to a word journal. This unit will focus on vocabulary unique to plays. The dictionary can be used to explore meanings of words and their origins.
Begin to read Diary of Anne Frank HMU4 pg. 544 (MCO – E/C, I/M, R/D)
Summarize what they have learned about pre-WWII Europe this week. (Use notes given by teacher) [HYS – S/N]
Select appropriate genre pieces and activities to support the unit theme.
Homework Read for 30 minutes each evening from a self-selected book and complete a reading log. Terminology for Teachers
my.hrw.com/ -Interactive Whiteboard Lessons and History videos
-video link at think central.com
Sight Words SMART Board Lessons, Promethean Lessons
L.8.5/L.8.5.a Metaphors, Similes, and Hyperbole in lyric
This lesson uses popular music lyrics and a short United Streaming video to help students understand the literary devices metaphors, similes, and hyperboles.
L.8.5/L.8.5.a Metaphor and Simile
This lesson review metaphors and similes, has student identify examples, and culminates with students writing a simile and metaphor on their own.
L.8.5/L.8.5.a Idioms
50 minute lesson on idioms.
L.8.5/L.8.5.a Figuratively Speaking
Use a variety of images to craft sentences using figurative language.
L.8.5.b Thesaurus 1 (Question Set)
Use Senteo interactive response system to test knowledge of synonyms.
Other Activities, etc.
-my.hrw.com/-Novel Study Guide, Power Notes Presentations, Graphic Organizers, Core Analysis Frame-Drama, Marzano’s Power Thinking Activities, Audio Summaries, Common Core Resources
Grade: 8 Unit: 5 Week:1 Content: ELA Dates: 3/4-3/8/2013
Theme Essential Question: How is reading a script for a play or speech or poem different than actually performing dramatically?
Essential Questions:
Standards (Focus)
(Ongoing)
Objectives:
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
ELA
Dialogue
Drama
Film noir
Flashback
Monologue
Screenplay
Script
Staging
Analogies
Denotation
Connotation
Sample 6-12 Workshop Model
Bell Ringer/Warm-up Activities 3 minutes
Whole Class Presentation/Lesson 15 minutes
Small Group Learning-Reading and/or Writing Activities (Author Study/Lit Circles)12 minutes
Independent Learning-Reading and/or Writing Activities (SSR/Computer Time/Centers) 12 minutes
Exit Slips/Closing (What have I learned today/What do I need to know/Any problems?) 3 minutes
Suggested Activities [see Legend to highlight MCO and HYS]
- As students read the play(s) (and view videos), they will take notes about particular lines of dialogue or incidents that propel the action, reveal aspects of a character, or provoke a decision. Students need to be sure to note page numbers with relevant information so they can go back and cite the text during class discussion.
a. What is the setting?b. Who are the major and minor characters?
c. What is the theme of the play?
d. What problems are faced by the character(s)? How does he/she overcome this challenge?
e. Which lines of dialogue or events were pivotal to the play? Why?
f. Describe the use of literary techniques, such as flashback, in the play. How do these reveal the point of view of the character and possibly create suspense? Students may work with a partner or in groups for discussion. [HYS – S/N, CQO]
Homework
Read for 30 minutes each evening from a self-selected book and complete a reading log.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
- L.8.5/L.8.5.a Metaphors, Similes, and Hyperbole in lyric
This lesson uses popular music lyrics and a short United Streaming video to help students understand the literary devices metaphors, similes, and hyperboles.- L.8.5/L.8.5.a Metaphor and Simile
This lesson review metaphors and similes, has student identify examples, and culminates with students writing a simile and metaphor on their own.- L.8.5/L.8.5.a Idioms
50 minute lesson on idioms.- L.8.5/L.8.5.a Figuratively Speaking
Use a variety of images to craft sentences using figurative language.- L.8.5.b Thesaurus 1 (Question Set)
Use Senteo interactive response system to test knowledge of synonyms.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Matrix
Week 1
Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4